This document discusses various definitions of literacy, including computer literacy, Christian literacy, and television literacy, and whether having many definitions has made the concept of literacy meaningless. It also questions whether new literacies operate within their own spaces or contexts, and discusses the challenges of defining literacy as well as the social responsibility to define and teach different literacies and whether some should be prioritized over others. Finally, it considers the responsibility of teachers and leaders regarding issues of defining and teaching literacy.
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
This document discusses changing definitions of literacy over time from past to more current definitions. It notes that past definitions focused more on basic skills like reading the Bible, signing your name, and having legible handwriting. More current definitions emphasize higher-order skills like using reading and writing as tools for learning, understanding relationships between language and power, and having the ability to interpret and critique various forms of information. The document also observes that changing definitions have often been misinterpreted as only changing teaching methods, and that teachers need to be seen as professionals making instructional decisions rather than just following prescribed methods.
Literacy is more complex than simply being able to read and write. It involves having the ability to understand and use written information in daily activities at home, at work, and in the community in a way that allows people to achieve their goals and develop their knowledge and potential. Literacy also means having the skills to critically analyze information and use these skills to participate effectively in society.
Paulo Freire was a Brazilian educator and philosopher born in 1921. He is known for his theories on critical pedagogy and ideas of "conscientization", or developing a critical consciousness. Freire believed that education should empower the oppressed and promote dialogue between students and teachers. He saw education as a practice of freedom that could transform society. Freire authored many influential books on critical pedagogy and his theories have shaped educational philosophies worldwide. He died in 1997 after making significant contributions to educational thought.
Paulo Freire was a Brazilian educator and philosopher known for his influential work on critical pedagogy. He was born in 1921 in Brazil and worked as a teacher and school director early in his career, developing his theories on liberating education for the oppressed. In 1964, a military coup imprisoned him for 70 days due to his leftist views. He went on to publish influential books like Pedagogy of the Oppressed and Pedagogy of Freedom. Freire worked internationally as an advisor and advocate for education reform focused on empowering marginalized groups until his death in 1997.
Paulo Freire was a Brazilian educator and philosopher born in 1921. He is known for his theories on critical pedagogy and ideas of "conscientization", or developing a critical consciousness. Freire believed that education should empower the oppressed and promote dialogue between students and teachers. He saw education as a practice of freedom that could transform society. Freire authored many influential books on critical pedagogy and his theories have shaped educational philosophies worldwide. He died in 1997 after making significant contributions to educational thought.
This document discusses various definitions of literacy, including computer literacy, Christian literacy, and television literacy, and whether having many definitions has made the concept of literacy meaningless. It also questions whether new literacies operate within their own spaces or contexts, and discusses the challenges of defining literacy as well as the social responsibility to define and teach different literacies and whether some should be prioritized over others. Finally, it considers the responsibility of teachers and leaders regarding issues of defining and teaching literacy.
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
This document discusses changing definitions of literacy over time from past to more current definitions. It notes that past definitions focused more on basic skills like reading the Bible, signing your name, and having legible handwriting. More current definitions emphasize higher-order skills like using reading and writing as tools for learning, understanding relationships between language and power, and having the ability to interpret and critique various forms of information. The document also observes that changing definitions have often been misinterpreted as only changing teaching methods, and that teachers need to be seen as professionals making instructional decisions rather than just following prescribed methods.
Literacy is more complex than simply being able to read and write. It involves having the ability to understand and use written information in daily activities at home, at work, and in the community in a way that allows people to achieve their goals and develop their knowledge and potential. Literacy also means having the skills to critically analyze information and use these skills to participate effectively in society.
Paulo Freire was a Brazilian educator and philosopher born in 1921. He is known for his theories on critical pedagogy and ideas of "conscientization", or developing a critical consciousness. Freire believed that education should empower the oppressed and promote dialogue between students and teachers. He saw education as a practice of freedom that could transform society. Freire authored many influential books on critical pedagogy and his theories have shaped educational philosophies worldwide. He died in 1997 after making significant contributions to educational thought.
Paulo Freire was a Brazilian educator and philosopher known for his influential work on critical pedagogy. He was born in 1921 in Brazil and worked as a teacher and school director early in his career, developing his theories on liberating education for the oppressed. In 1964, a military coup imprisoned him for 70 days due to his leftist views. He went on to publish influential books like Pedagogy of the Oppressed and Pedagogy of Freedom. Freire worked internationally as an advisor and advocate for education reform focused on empowering marginalized groups until his death in 1997.
Paulo Freire was a Brazilian educator and philosopher born in 1921. He is known for his theories on critical pedagogy and ideas of "conscientization", or developing a critical consciousness. Freire believed that education should empower the oppressed and promote dialogue between students and teachers. He saw education as a practice of freedom that could transform society. Freire authored many influential books on critical pedagogy and his theories have shaped educational philosophies worldwide. He died in 1997 after making significant contributions to educational thought.
The document discusses strategies for transforming education to develop 21st century skills in learners such as critical thinking, creativity, and complex problem solving. It proposes restructuring education into specialized fields of study with core subjects and options for senior students. The goal is to prepare learners for new jobs that have not been created yet through competency-based learning outcomes.
This document discusses teaching and learning skills for nursing sciences. It defines teaching as imparting knowledge through the learning process. It explains that teaching is both an art that requires skills and a science based on systematic knowledge. It outlines various teacher competencies like having knowledge of child development, suitable teaching methods, and positive attitudes. It also lists competencies that contribute to good mental health in teaching, such as having a philosophy of life. The document then discusses maxims of teaching, general teaching principles, and teaching skills at different stages of a lesson like planning, introduction, presentation, and closing. It also covers the concept of learning as a relatively permanent change in behavior from practice and experience.
Incorporating world heritages and cultures into thematic units for TEYLChaouki M'kaddem
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Yew Chung International School of Beijing Primary Education
Learn about the bilingual curriculum at YCIS Beijing during Primary School years (ages 6 - 11)
www.ycis-bj.com
enquiry@bj.ycef.com
(1) fontana k to 12 updates and grades 7 -10 new-001Argie242424
The document outlines the implementation of the K to 12 education program in the Philippines, which includes:
1) A phased, nationwide rollout of the new K to 12 curriculum starting in 2012-2013, with different learning areas and specializations.
2) The establishment of senior high school programs offering academic core subjects and career pathways in entrepreneurship, technical-vocational skills, and STEM.
3) Several schools will serve as pilot sites in the first year to test the senior high school curriculum and specializations before broader implementation.
Challenges include developing learning resources, training teachers, monitoring implementation, and assessing student performance throughout the new K to 12 system.
Hilton Central Schools: IB Programme and Chamber of CommerceMichelle Ames
The International Baccalaureate (IB) began in 1968 to provide a rigorous international education program and now has 4 programs serving students ages 3 to 19 in over 4,000 schools worldwide. The IB aims to develop inquiring, knowledgeable and caring students who help create a better world through intercultural understanding. The Hilton Central School District offers the IB Primary Years, Middle Years, and Diploma programs, with a focus on developing skills like critical thinking, collaboration, and communication known as Approaches to Learning. Examples show how Hilton students apply these skills through community service, research projects, and sharing their strengths as learners.
This document provides a template for a technology-enhanced kindergarten lesson plan about people and places in the local community. The lesson involves students using an online neighborhood building tool to discuss community features. They will then read books, watch videos, and sing songs to learn about community helpers and buildings. Finally, students will create drawings and short descriptions of community people or places to contribute to a class e-book. The goal is for students to explore and share their understanding of the roles of different individuals and locations within their own community.
This document discusses several sociocultural factors that influence language acquisition, including culture, attitudes, social distance between cultures, and the relationship between language and thought. It addresses how stereotypes form from our cultural environment, the stages of acquiring a second culture, and parameters of social distance between cultures like dominance, integration, and congruence of beliefs. The document also suggests teachers should be sensitive to different cultural perspectives and promote understanding between cultures in the classroom.
This document summarizes a daily lesson log for a Grade 12 senior high school class on Understanding Culture, Society and Politics. Over the course of a week, the teacher led sessions on discussing Filipino culture and traditions, cultural variations, technology and social change, and environmentalism and social change. Learning resources included websites, textbooks and additional materials. Procedures involved reviewing past lessons, presenting new concepts, discussing applications, and evaluating learning. The teacher reflected that choosing the best strategy for different learners was important for effective learning.
An overview of the assessment tasks for all the six subject areasWilliam Kapambwe
The document summarizes the assessment schemes for the six learning areas in primary school: 1) Literacy and Language, 2) Integrated Science, 3) Creative and Technology Studies, 4) Mathematics, 5) Social and Development Studies, and 6) Community Studies. Assessment includes practical activities and pencil-and-paper tests at the end of months 1-3 in each term. The learning areas use pupil-centered teaching methods and cover age-appropriate topics that increase in complexity from grades 1 to 5. Continuous assessment allows teachers to monitor individual student progress in each subject area.
This document discusses globalization and the need for global education. It defines globalization as the interconnectedness between various systems across borders, in contrast to the Cold War era which was defined by division. It advocates for developing globally competent citizens through education, with goals of appreciating other cultures, increasing knowledge of other people, and sensitizing students to different needs. Key aspects of global education include integrating global perspectives throughout the curriculum, using interdisciplinary and collaborative projects, and emphasizing skills like cultural understanding and perspective-taking.
No sands castles - Earth architecture and peace caravans: Learning from the p...Rhys Williams
This document summarizes a presentation on researching the role of culture in development in Niger. It discusses two cultural projects in Niger funded by the EU: 1) a youth cultural development program and 2) promoting earth architecture. It proposes a multimedia methodology using storytelling to understand how these projects impact development. Challenges include differentiating research from advocacy and ensuring political correctness and confidentiality. The goal is to produce multidimensional data and make research accessible to diverse audiences.
Social Studies Scope & Sequence (NYCDOE)AUniqueWoman
This document provides an introduction and overview of the New York City Department of Education's K-8 Social Studies Scope and Sequence. It outlines the core content that will be taught each year, organized by units of study guided by essential questions. Key concepts are linked to national standards and New York state requirements. It also identifies thinking skills, research skills, and the ten thematic strands that should be incorporated into instruction. Specific units, concepts, and skills are outlined for each grade level.
This document provides information on the course "Building and Enhancing New Literacies Across the Curriculum" to be offered at Ligao Community College. The course aims to teach pre-service teachers about 21st century literacies including globalization, social, media, financial, cyber, eco, and arts literacies. Over 18 weeks, students will learn teaching strategies to promote literacy skills, design literacy activities, and demonstrate knowledge of 21st century skills. Assessment will include exams, projects, classroom involvement, and a portfolio. The course intends to prepare teachers to address evolving literacy needs in a changing world.
This document provides the syllabus for a Character Formation course titled "Being an Active Global Citizen". The one-unit course is designed to challenge students to consider their responsibility as global citizens. It will use lectures, exercises, writing assignments and discussions to increase students' awareness of the challenges of global citizenship. Specifically, the course aims to help students understand global citizenship, recognize the importance of cultural diversity, and explore their role in issues like poverty, health, consumerism and the environment. It will assess students on their understanding of these concepts through quizzes, recitations, exams and activities. The instructor has outlined the course content, methodology, materials, and evaluation over 15 modules to help students achieve the learning outcomes of understanding global citizenship
This project aims to develop English skills and cultural understanding in high school students in Turkey through interactive presentations and discussions on themes related to Turkey's social issues. The target audience is high school students aged 12 to 18. Over the course of 6 weeks, international interns will give weekly presentations on topics such as culture, human rights, education, and careers. They will use methods like classes, discussions, activities and dynamics to engage students and help them improve their English and understand different cultures. Interns will also attend an orientation week and weekly meetings. The goals are to enhance students' English and motivation, enrich the school environment, and positively impact Turkish society by addressing important national issues.
This project aims to develop English skills and cultural understanding in high school students in Turkey through interactive presentations and discussions on themes related to Turkey's social issues. The target audience is high school students aged 12 to 18. Over the course of 6 weeks, international interns will give weekly presentations on topics such as culture, human rights, education, and careers. They will use methods like classes, discussions, activities and dynamics to engage students and help them improve their English and understand different cultures. Interns will also attend an orientation week and weekly meetings. The goals are to enhance students' English and motivation, enrich the school environment, and positively impact Turkish society by addressing important national issues.
Culture, diversity and language in education musichyuriria
This document summarizes a presentation about cultural diversity in education. It discusses that culture involves how human communities organize elements like child rearing and transmitting traditions. Culture is both objective and subjective, and is influenced by factors like ethnicity, gender, religion, and geography. Diversity is important in education because it promotes equity, social justice, and respect. Teachers must understand their students' diverse backgrounds and recognize that all differences do not indicate deficits. The document also provides strategies for making content comprehensible for English language learners, such as preparing lessons, building background knowledge, using visuals and scaffolds, and reviewing material.
This document provides information about the Community College Initiative for Egypt program sponsored by the U.S. Department of State and administered by Community Colleges for International Development. The initiative will provide 175 Egyptian students the opportunity to study at U.S. community colleges for 12-21 months, receiving English language training and professional/technical training in fields like agriculture, engineering, business, health, media, and tourism. Students will be housed with host families or in dorms/apartments and participate in programming around freedom, democracy, and personal responsibility during their time in the United States.
This document outlines the syllabus for the NSTP-CWTS/LTS 2 course. The course is designed to immerse students in community service activities through a 3-unit prerequisite course. Over the course of one semester, students are expected to actively participate in team-building, demonstrate leadership skills, organize community projects, identify issues, and foster relationships with the community. Coursework involves community needs assessment, project planning and implementation, and culminates in a final narrative report. Students are evaluated based on training, attendance, conduct, and their final report.
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Similar to APPEAL Training Materials for Literacy Personnel Volume VI: Individual Interest Continuing Education Programme (IIP)
The document discusses strategies for transforming education to develop 21st century skills in learners such as critical thinking, creativity, and complex problem solving. It proposes restructuring education into specialized fields of study with core subjects and options for senior students. The goal is to prepare learners for new jobs that have not been created yet through competency-based learning outcomes.
This document discusses teaching and learning skills for nursing sciences. It defines teaching as imparting knowledge through the learning process. It explains that teaching is both an art that requires skills and a science based on systematic knowledge. It outlines various teacher competencies like having knowledge of child development, suitable teaching methods, and positive attitudes. It also lists competencies that contribute to good mental health in teaching, such as having a philosophy of life. The document then discusses maxims of teaching, general teaching principles, and teaching skills at different stages of a lesson like planning, introduction, presentation, and closing. It also covers the concept of learning as a relatively permanent change in behavior from practice and experience.
Incorporating world heritages and cultures into thematic units for TEYLChaouki M'kaddem
TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.
Yew Chung International School of Beijing Primary Education
Learn about the bilingual curriculum at YCIS Beijing during Primary School years (ages 6 - 11)
www.ycis-bj.com
enquiry@bj.ycef.com
(1) fontana k to 12 updates and grades 7 -10 new-001Argie242424
The document outlines the implementation of the K to 12 education program in the Philippines, which includes:
1) A phased, nationwide rollout of the new K to 12 curriculum starting in 2012-2013, with different learning areas and specializations.
2) The establishment of senior high school programs offering academic core subjects and career pathways in entrepreneurship, technical-vocational skills, and STEM.
3) Several schools will serve as pilot sites in the first year to test the senior high school curriculum and specializations before broader implementation.
Challenges include developing learning resources, training teachers, monitoring implementation, and assessing student performance throughout the new K to 12 system.
Hilton Central Schools: IB Programme and Chamber of CommerceMichelle Ames
The International Baccalaureate (IB) began in 1968 to provide a rigorous international education program and now has 4 programs serving students ages 3 to 19 in over 4,000 schools worldwide. The IB aims to develop inquiring, knowledgeable and caring students who help create a better world through intercultural understanding. The Hilton Central School District offers the IB Primary Years, Middle Years, and Diploma programs, with a focus on developing skills like critical thinking, collaboration, and communication known as Approaches to Learning. Examples show how Hilton students apply these skills through community service, research projects, and sharing their strengths as learners.
This document provides a template for a technology-enhanced kindergarten lesson plan about people and places in the local community. The lesson involves students using an online neighborhood building tool to discuss community features. They will then read books, watch videos, and sing songs to learn about community helpers and buildings. Finally, students will create drawings and short descriptions of community people or places to contribute to a class e-book. The goal is for students to explore and share their understanding of the roles of different individuals and locations within their own community.
This document discusses several sociocultural factors that influence language acquisition, including culture, attitudes, social distance between cultures, and the relationship between language and thought. It addresses how stereotypes form from our cultural environment, the stages of acquiring a second culture, and parameters of social distance between cultures like dominance, integration, and congruence of beliefs. The document also suggests teachers should be sensitive to different cultural perspectives and promote understanding between cultures in the classroom.
This document summarizes a daily lesson log for a Grade 12 senior high school class on Understanding Culture, Society and Politics. Over the course of a week, the teacher led sessions on discussing Filipino culture and traditions, cultural variations, technology and social change, and environmentalism and social change. Learning resources included websites, textbooks and additional materials. Procedures involved reviewing past lessons, presenting new concepts, discussing applications, and evaluating learning. The teacher reflected that choosing the best strategy for different learners was important for effective learning.
An overview of the assessment tasks for all the six subject areasWilliam Kapambwe
The document summarizes the assessment schemes for the six learning areas in primary school: 1) Literacy and Language, 2) Integrated Science, 3) Creative and Technology Studies, 4) Mathematics, 5) Social and Development Studies, and 6) Community Studies. Assessment includes practical activities and pencil-and-paper tests at the end of months 1-3 in each term. The learning areas use pupil-centered teaching methods and cover age-appropriate topics that increase in complexity from grades 1 to 5. Continuous assessment allows teachers to monitor individual student progress in each subject area.
This document discusses globalization and the need for global education. It defines globalization as the interconnectedness between various systems across borders, in contrast to the Cold War era which was defined by division. It advocates for developing globally competent citizens through education, with goals of appreciating other cultures, increasing knowledge of other people, and sensitizing students to different needs. Key aspects of global education include integrating global perspectives throughout the curriculum, using interdisciplinary and collaborative projects, and emphasizing skills like cultural understanding and perspective-taking.
No sands castles - Earth architecture and peace caravans: Learning from the p...Rhys Williams
This document summarizes a presentation on researching the role of culture in development in Niger. It discusses two cultural projects in Niger funded by the EU: 1) a youth cultural development program and 2) promoting earth architecture. It proposes a multimedia methodology using storytelling to understand how these projects impact development. Challenges include differentiating research from advocacy and ensuring political correctness and confidentiality. The goal is to produce multidimensional data and make research accessible to diverse audiences.
Social Studies Scope & Sequence (NYCDOE)AUniqueWoman
This document provides an introduction and overview of the New York City Department of Education's K-8 Social Studies Scope and Sequence. It outlines the core content that will be taught each year, organized by units of study guided by essential questions. Key concepts are linked to national standards and New York state requirements. It also identifies thinking skills, research skills, and the ten thematic strands that should be incorporated into instruction. Specific units, concepts, and skills are outlined for each grade level.
This document provides information on the course "Building and Enhancing New Literacies Across the Curriculum" to be offered at Ligao Community College. The course aims to teach pre-service teachers about 21st century literacies including globalization, social, media, financial, cyber, eco, and arts literacies. Over 18 weeks, students will learn teaching strategies to promote literacy skills, design literacy activities, and demonstrate knowledge of 21st century skills. Assessment will include exams, projects, classroom involvement, and a portfolio. The course intends to prepare teachers to address evolving literacy needs in a changing world.
This document provides the syllabus for a Character Formation course titled "Being an Active Global Citizen". The one-unit course is designed to challenge students to consider their responsibility as global citizens. It will use lectures, exercises, writing assignments and discussions to increase students' awareness of the challenges of global citizenship. Specifically, the course aims to help students understand global citizenship, recognize the importance of cultural diversity, and explore their role in issues like poverty, health, consumerism and the environment. It will assess students on their understanding of these concepts through quizzes, recitations, exams and activities. The instructor has outlined the course content, methodology, materials, and evaluation over 15 modules to help students achieve the learning outcomes of understanding global citizenship
This project aims to develop English skills and cultural understanding in high school students in Turkey through interactive presentations and discussions on themes related to Turkey's social issues. The target audience is high school students aged 12 to 18. Over the course of 6 weeks, international interns will give weekly presentations on topics such as culture, human rights, education, and careers. They will use methods like classes, discussions, activities and dynamics to engage students and help them improve their English and understand different cultures. Interns will also attend an orientation week and weekly meetings. The goals are to enhance students' English and motivation, enrich the school environment, and positively impact Turkish society by addressing important national issues.
This project aims to develop English skills and cultural understanding in high school students in Turkey through interactive presentations and discussions on themes related to Turkey's social issues. The target audience is high school students aged 12 to 18. Over the course of 6 weeks, international interns will give weekly presentations on topics such as culture, human rights, education, and careers. They will use methods like classes, discussions, activities and dynamics to engage students and help them improve their English and understand different cultures. Interns will also attend an orientation week and weekly meetings. The goals are to enhance students' English and motivation, enrich the school environment, and positively impact Turkish society by addressing important national issues.
Culture, diversity and language in education musichyuriria
This document summarizes a presentation about cultural diversity in education. It discusses that culture involves how human communities organize elements like child rearing and transmitting traditions. Culture is both objective and subjective, and is influenced by factors like ethnicity, gender, religion, and geography. Diversity is important in education because it promotes equity, social justice, and respect. Teachers must understand their students' diverse backgrounds and recognize that all differences do not indicate deficits. The document also provides strategies for making content comprehensible for English language learners, such as preparing lessons, building background knowledge, using visuals and scaffolds, and reviewing material.
This document provides information about the Community College Initiative for Egypt program sponsored by the U.S. Department of State and administered by Community Colleges for International Development. The initiative will provide 175 Egyptian students the opportunity to study at U.S. community colleges for 12-21 months, receiving English language training and professional/technical training in fields like agriculture, engineering, business, health, media, and tourism. Students will be housed with host families or in dorms/apartments and participate in programming around freedom, democracy, and personal responsibility during their time in the United States.
This document outlines the syllabus for the NSTP-CWTS/LTS 2 course. The course is designed to immerse students in community service activities through a 3-unit prerequisite course. Over the course of one semester, students are expected to actively participate in team-building, demonstrate leadership skills, organize community projects, identify issues, and foster relationships with the community. Coursework involves community needs assessment, project planning and implementation, and culminates in a final narrative report. Students are evaluated based on training, attendance, conduct, and their final report.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
APPEAL Training Materials for Literacy Personnel Volume VI: Individual Interest Continuing Education Programme (IIP)
1. APPEAL Training Materials for
Literacy Personnel Volume VI:
Individual Interest Continuing Education
Programme (IIP)
Presented by
Protik Roy
IER DU
2. Definition
Those continuing education programmes
which provide opportunity for individuals to
participate in and learn about their chosen
social, cultural, spiritual, health, physical and
artistic interests. (APPEAL Training Materials
for Literacy Personnel Volume I, Continuing
Education: New Policies and Directions)
3. Content
Definition and discusses the concept
Justification
target groups
Programme delivery system
Methodology and strategies for organizing
Managing and presenting IIP
4. lA Definition
l1. For literate youth and adults.
l2. Meet the needs and interests of individual
learners rather than communities as a whole
l3. Satisfy and follow a particular interest and in
practice this is frequently, but by no means always,
a recreational interest.
DEFINITION, OBJECTIVES
AND CONCEPTS
5. Mainly the poorest people in the villages of
least well developed countries
Target Group
6. Forms
•Singing
•Playing musical instruments
•Performing drama and play
Ex.: Wayang Kulit (Shadow play) and Gamelan
playing (bamboo musical instruments) in Indonesia
Rambang (dance), Ranaad and Kongwong
(musical instruments) and long boat racing, in
Thailand
Madal and Dhemay (musical instruments) and
Lakhe nach (dance) in Nepal
7. Importance
•Means of entertainment
•Promote ethnic solidarity
•Ensure the transmission from generation to
generation of indigenous cultural traditions
•Help to enrich people’s lives and preserve
their culture
8. Importance (Cont.)
•Save them from being overwhelmed by foreign cultural
influences.
•Opportunities for youth and adults in rural areas
•Give direction to physical, artistic and emotional energies
and talents
•Promoting the cultural, artistic, physical, spiritual and other
interests of all people in all places.
9. B. Objective
a) Hobbies Games and Leisure Utilization
Such as flower arrangement, cake decoration, photography,
stamp collecting, bridge playing, chess.
b) Cultural
Such as art, painting, drawing, traditional music, dance,
drama, ballroom dancing, calligraphy, comparative religions.
c) Self-reliance
Such as car care, video repair, dressmaking, sewing,
knitting, healthy cooking, computer literacy, owner builder
training, property investment, stocks and shares, self-
defence for women, first aid.
10. B. Objective (Cont.)
d) Sports
Such as aerobics, swimming, mountaineering,
badminton, tennis, billiards.
e) Personal Development and Self-actualization
Such as meditation, creative writing, speed
reading, Tai Chi, interpersonal skills, public
speaking.
Making money or improving the community is not
the main motive which is purely to pursue, satisfy
and enhance a specific area of interest.
11. C. The Nature and Characteristics of “Interest”
•Interest: The reflection of attractions and
aversions in our behaviours, of our feelings
of pleasantness and unpleasantness, likes
and dislikes. (Psychology)
•Passing Interest
•Intensity and Extensivity
12. D. The Importance and Significance of IIP
a)Interest and Human Development
b)IIP and other Types of CE Programme
13. D. The Importance and Significance of IIP
(cont.)
c) Specific Contributions of IIP to Human Development
i. Enriching Life
ii. Catering for all People at all Levels of Socio-
Economic Development
iii. Catering for all Categories of Society
iv. Promoting Cultural Activities - Especially in Rural
Areas and in Urban Slums
v. Promoting the Reading Habit and a Learning Culture
vi. Promoting Team Building
vii. Promoting General Social Skills and Knowledge
14. PROGRAMMES, DELIVERY SYSTEMS AND
TRAINING OF PRESENTERS
A.Framework and Formation of
Programmes
•Local cultural traditions such as religion,
dance, music, folklore, traditional medicine
and so on
•Local religious, cultural, sporting and other
traditional activities
•Other traditional cultural activities and
practices such as medical practice, farming
techniques and so on
15. B. Types of Courses and Activities
1.Use of Leisure (L)
i)crafts such as flower arrangement, weaving,
jewelry making and so on;
ii)hobbies such as collecting, model making and
travel geography;
(iii) Sporting and health activities such as games,
physical fitness, gymnastics, Tai Chi, first aid and
so on.
16. B. Types of Courses and Activities (Cont.)
2. Life Enrichment (LE)
painting and sculpture, music, dance and literature
drama and creative writing, foreign language
studies, and creative writing in areas such as
poetry, short stories, novels and other forms of
literary expression
3. Self-Improvement (SI)
foreign languages for business; small business
management; word processing; interpersonal
relations in the work-place; negotiation skills;
leadership skills and writing for business.
17. C. Programme Development
(i) response to community requests and
(ii) testing the market by advertising and piloting
courses according to the availability of presenters.
18. D. Design and Development of Courses
Step 1:Presenters’Skills and Attributes
Step 2-4: The Three Filters I, II, III
Step 5: Statement of Purpose
Step 6: Statement of Aims
Step 7: Feeback A
19. D. Design and Development of Courses (Cont.)
Step 8: Statement of Objectives
Step 9: Designing General Learning Activities
Step 10: The Input-Process-Output Cycles
Step 11: Designing Varied Responses
Step 12: Evaluation of Outcomes
21. E. Scope and Content of IIP
•Availability of presenters
•Level of specificity of interest
•Dominant occupations of adults in the catchment
area of the facilitating agency
•Socio-economic levels of the local community.
•Social trends and fashions
•Local facilities
22. F. Delivery Agencies and Systems
a)Face-to-Face
b)Individual Self-Paced Learning
c)Distance Education
d)Study Tours and Visits
e)Combinations
23. G. Qualities of a Good Programme
1. Responds to and enhances the interests of
participants;
2. Allows active participation;
3. Brings direct benefit to the participants;
4. Is action oriented and developmental in focus;
5. Time-bound to achieve specific-targets and yet
open-ended enough to allow for further growth;
6. Is multi-dimensional in approach;
7. Allows creativity to flow;
24. G. Qualities of a Good Programme (Cont.)
8. Culturally relevant;
9. Uses non-formal adult learning principles;
10. Integrates into the development vision of the
country;
11. Is flexible enough to allow participation of
people from all walks of life;
12. Is cost effective;
13. Encourages and utilizes local wisdom;
14. Is self-sustaining;
15. Promotes the development of other related
interests.
25. H. Training of Personnel
a)Pre-training stage
b)Training Stage
i.Analyzing tasks
ii.Sequencing the content
iii.Designing the programme
iv.Designing and using learning materials
v.Selecting appropriate training methods
26. H. Training of Personnel (Cont.)
VI. Using varied communication skills
VII. Responding to needs
VII. Applying adult learning principles
IX. Co-ordinating team teaching
X. Assessing progress
XI. Organizing study visits
XII. Improving knowledge and abilities of local
presenters
27. IMPLEMENTATION AND MANAGEMENT
INCLUDING MONITORING AND EVALUATION
A.Implementation -General Issues
1.Purpose of the Programme
2.Target Groups
3.Participation
4.The Issue of Fees
5.Principles of Non-Formal Education
6.Recruitment and Preparation of Presenters
7.Balanced Approach
8.Value Centred Emphasis
9.Mobilizing Local Resources
28. B. Specific Management Issues
1.Management Agencies
2.Control and Responsibility
3.Venues
4.Publicity, Marketing and Advertising
5.Duration, Scheduling and Timetabling
6.Format of Courses and Activities
7.Enrolment Procedures
8.Certification and Accreditation
9.Voluntary Administrative Support
10.Sustainability
29. C. Managing the Monitoring and Evaluation of IIP
1.Monitoring
2.Evaluation